STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN

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STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN

THE ENGLISH CLASS

(A Narrative Inquiry at the 5th

Semester English Education’s Students Year 2019)

THESIS

ANGELA ARUM SASANTI LEBDO PUTRI

K2215004

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS SEBELAS MARET

SURAKARTA

JANUARY 2020


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STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN

THE ENGLISH CLASS


Semester English Education’s Students Year 2019)

THESIS

Angela Arum Sasanti Lebdo Putri

K2215004

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Achieving the

Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS SEBELAS MARET

SURAKARTA

JANUARY 2020


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ABSTRACT

Angela Arum Sasanti Lebdo Putri, Dewi Rochsantiningsih, Ellisa Indriyani P. H.

Student’s Foreign Language Anxiety to Ask Questions in the English Class


Semester English Education’s Students Year

2019). A Thesis. Surakarta. Teacher Training and Education Faculty. Universitas

Sebelas Maret. 2019.

One strategy that is mostly used and seen as most prominent teaching skill in

classroom teaching is questioning (Wangru, 2016). However, Zhouyuan (2016)

stated that even student already distinguish the value of language communicative

skill, most of them do not actively take part in the classroom activities. One of the

most major barriers learners have to overcome in language classes is anxiety. This

study focus is on Foreign Language Anxiety experienced by students in the EFL

classroom. This study also aimed to discuss the strategies used by students to deal

with the Foreign Language Anxiety they experience. The research methodology

used in this research was narrative inquiry. The participants of this narrative

inquiry were students from class A1 of 5th

Semester in English Education

Department. The qualitative data used in this research were collected from

observation, questionnaire, interview, and informal conversations through online

chatting. The data were analyzed using Interactive model from Miles and

Huberman (1994: 12) which divides the analysis activities into several parts

namely: data collection, data reduction, presentation of data, and drawing

conclusions or data verification. The findings of the study showed that there are

five factors which have caused students’ Foreign Language Anxiety, including:

(1) Negative remarks from the classmate, (2) Student views about language

learning, (3) Teacher ideas about language instructing, (4) Teacher student

communications, and (5) The risk of talking openly. Strategies pursued by

students in this research are; (1) Taking notes before asking, (2) More often

practicing speaking using English, (3) Staying quiet, (4) Relaxation strategy, and

(5) Positive thinking. This study implies the students need to be more confident to

participate in the learning process, to ask questions in the class, and take it easy or

more relaxed when there is a negative response from classmates. The lecturer

must be aware of and include in the consideration that the FLA can affect the

learning process of students.

Keywords: questioning activity, Foreign Language Anxiety, EFL Class


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ABSTRAK

Angela Arum Sasanti Lebdo Putri, Dewi Rochsantiningsih, Ellisa Indriyani P.H.

Student’s Foreign Language Anxiety to Ask Questions in the English Class


Semester English Education’s Students Year

2019). A Thesis. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan. Universitas

Sebelas Maret. 2019.

Salah satu strategi yang banyak digunakan dan dipandang sebagai keterampilan

mengajar yang paling menonjol dalam pengajaran di kelas adalah bertanya

(Wangru, 2016). Namun, Zhouyuan (2016) menyatakan bahwa bahkan ketika

siswa sudah mengetahui pentingnya keterampilan komunikasi bahasa, sebagian

besar dari mereka tidak aktif mengambil bagian dalam kegiatan kelas. Salah satu

hambatan utama yang harus diatasi oleh pelajar di kelas bahasa adalah kecemasan.

Penelitian ini akan fokus pada Kecemasan dalam menggunakan Bahasa Asing

yang dialami oleh siswa di kelas EFL. Penelitian ini juga bertujuan untuk

membahas strategi yang digunakan oleh siswa untuk menghadapi Kecemasan

dalam menggunakan Bahasa Asing yang mereka alami. Metodologi penelitian

yang digunakan dalam penelitian ini adalah naratif inquiry. Metodologi penelitian

yang digunakan dalam penelitian ini adalah naratif inquiry. Para peserta

penyelidikan naratif ini adalah siswa dari kelas A1 Semester 5 di Departemen

Pendidikan Bahasa Inggris. Data kualitatif yang digunakan dalam penelitian ini

dikumpulkan dari observasi, kuesioner, wawancara, dan percakapan informal

melalui percakapan secara online. Analisis data menggunakan model Analisis

Interaktif dari Miles dan Huberman (1994: 12) yang membagi kegiatan analisis

menjadi beberapa bagian yaitu: pengumpulan data, reduksi data, penyajian data,

dan penarikan kesimpulan atau verifikasi data. Hasil penelitian menunjukkan

bahwa ada lima faktor yang menyebabkan kecemasan Bahasa Asing siswa yaitu;

(1) Ketakutan siswa akan penilaian negatif dan beban dari teman sekelasnya, (2)

Pandangan siswa tentang pembelajaran bahasa, (3) Gagasan guru tentang

pengajaran bahasa, (4) Komunikasi siswa, dan (5) Risiko berbicara secara terbuka.

Peneliti mengusulkan dua strategi yang jika siswa gunakan untuk mengatasi

Kecemasan Bahasa Asing mereka, ada; (1) Mencatat sebelum bertanya, dan (2)

Lebih sering berlatih berbicara menggunakan bahasa Inggris. Ternyata siswa juga

memiliki strategi lain yang terungkap selama proses wawancara, yaitu; (1) Tetap

diam, (2) Strategi relaksasi, dan (3) Berpikir positif. Penelitian ini menyiratkan

kepada siswa bahwa mereka perlu lebih percaya diri untuk berpartisipasi dalam

proses pembelajaran, untuk mengajukan pertanyaan di kelas, dan santai atau lebih

santai ketika ada tanggapan negatif dari teman sekelas. Dosen harus menyadari

dan memasukkan dalam pertimbangan bahwa FLA dapat mempengaruhi proses

belajar siswa.

Kata kunci: aktivitas bertanya, Kecemasan dalam berbahasa asing, Kelas EFL


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MOTTO

When the sharpest words wanna cut me down

I'm gonna send a flood, gonna drown them out

I am brave, I am bruised

I am who I'm meant to be, this is me. –This is Me, The Greatest Showman

OST.

Maximum Effort - Deadpool


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DEDICATION

This thesis is truly dedicated to myself, my beloved family, and those who

have sincerely contributed


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ACKNOWLEDGEMENT

All praise is aimed to the Almighty God due to His Blessings for the writer

so that this thesis can be completed. The writer would like to express her deepest

gratitude and appreciation for those who have contributed their support, help, and

guidance in finishing this thesis.

1. Dr. Mardiyana, M. Si., the Dean of Teacher Training and Education Faculty

who has given his permission and approval for this thesis.

2. Dr. Ngadiso, M. Pd., the Head of English Department who has given his

permission in writing this thesis, thank you for all the guidance and new

knowledge.

3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant who has

kindly guided, gave beneficial corrections, and patiently supported the

writer’s thesis despite her busy time.

4. Ellisa Indriyani P H, S. Pd, M.Hum., the second consultant who has kindly

guided, corrected mistakes, and patiently supported the writer’s thesis despite

her busy time.

5. The writer’s beloved parents, Paulus Sudiyanto (Alm.), Petrus Nolas Sugiarto,

Maria Martini and Margareta Harini, thank you for always be the reason for

anything the writer do and the reason to live a good life. Also, the writer’s

sisters for always be there to cheer the writer up.

6. The class A1 fifth semesters students of English Education Department

Universitas Sebelas Maret Surakarta for the good corporation during the

research, and the Critical Listening course lecturer Mrs. Ellisa for kindly

allowing the writer to did the research in her class.

7. The writer’s dearest friends in APB48 and Kos Cantique, thank you for

helping the writer going through all the hardest time during the working on

thesis.

8. Special thanks delivered to Amirah, Anisa, Kartika, Ajeng, Eni and Atika,

who has helped the writer during the thesis preparation.

This thesis hopefully will be useful not only for the researcher but also for

the readers. Constructive and helpful feedbacks and comments are welcomed.

Surakarta, Januari 2020

Researcher

Angela Arum Sasanti Lebdo Putri


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TABLE OF CONTENTS

TITLE OF THE RESEARCH ............................................................................. i

PRONOUNCEMENT ........................................................................................ ii

TITLE OF THE RESEARCH ............................................................................. iii

THE APPROVAL OF THE CONSULTANTS .................................................. iv

THE APPROVAL OF THE BOARD EXAMINERS ......................................... v

ABSTRACT ........................................................................................................ vi

ABSTRAK …………………………………………………………………… vii

MOTTO .............................................................................................................. viii

DEDICATION .................................................................................................... ix

ACKNOWLEDGEMENT .................................................................................. x

TABLE OF CONTENTS .................................................................................... xi

LIST OF TABLE ............................................................................................... xiv

LIST OF ABBREVIATIONS……………………………………………..…... xv

LIST OF APPENDICES ..................................................................................... xvi

CHAPTER I INTRODUCTION ................................................................ 1

A. Background of the Study ................................................... 1

B. Problem Statements .......................................................... 4

C. Objective of the Study ....................................................... 4

D. Significances of the Study ........................................... 4

CHAPTER II LITERATURE REVIEW .................................................... 6

A. EFL Classroom .................................................................. 6

1. Interactions in EFL Classroom ..................................... 6

2. The Situations that Support Learning Process .............. 10

B. Student’s Questioning ....................................................... 11

1. The Nature of Questioning ........................................... 11

2. Factors that Hinder the Occurrences of Questioning

Activity ......................................................................... 13

C. Foreign Language Anxiety ............................................... 14

1. The Nature of Foreign Language Anxiety .................... 14


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2. Components of Foreign Language Anxiety…………... 15

3. Factors Causing Foreign Language Anxiety………….. 16

D. Strategies for Overcoming Anxiety……………………… 17

E. Review of Related Studies ................................................ 19

CHAPTER III RESEARCH METHODOLOGY ..................................... 25

A. Context of the Study ......................................................... 25

B. Narrative Inquiry .............................................................. 26

C. Data Collection ................................................................ 27

D. Instruments …………………………………………….… 29

E. Rigor ................................................................................. 29

F. Trustworthiness . ............................................................... 29

G. Generalizability …………………………………………. 30

H. Data Analysis …………………………………………… 30

CHAPTER IV RESEARCH FINDING AND DISCUSSION ................... 31

A. Research Findings ............................................................ 31

1. The Student’s about the Factor of Their Anxiety in

Asking Questions in the Classroom .............................. 31

a. Negative Remarks from the Classmates .................. 32

b. Student Views about Language Learning ................ 33

c. Teacher Ideas about Language Instructing .............. 34

d. Teacher-student Communications.………………... 35

e. The Risk of Talking Openly …………..………….. 37

2. The Strategies that Students’ Adopt to Effectively

Cope with Their Anxiety in Asking Questions in

Classroom ..................................................................... 38

a. Take Notes of Questions that will be Asked ............ 39

b. Practice Speaking English More Often .................... 39

c. Stay Quiet ................................................................. 41

d. Relaxation Strategy .................................................. 42

e. Positive Thinking ..................................................... 43

B.Discussion ......................................................................... 44


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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION … 50

A. The Student’s about the Factor of Their Anxiety in

Asking Questions in the Classroom .................................. 50

1. Conclusion……………………………………………. 50

2. Implication and Suggestion…………………………... 50

B. The Strategies that Students’ Adopt to Effectively

Cope with Their Anxiety in Asking Questions in

Classroom ......................................................................... 51

1. Conclusion……………………………………….…. 51

2. Implication and Suggestion………………………... 52

REFERENCES ………………………………………………………………… 53

APPENDICES………………………………………………………………….. 58


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LIST OF TABLES

Table 3.1 Research Plans ......................................................................... 25

Table 3.2 Observation Schedule................................................................ 28

Table 4.1 Anxiety caused by negative remarks from the classmates ........ 32

Table 4.2 Anxiety caused by student views about language learning ....... 33

Table 4.3 Anxiety caused by lecturer ideas about language instructing ... 34

Table 4.4 Anxiety caused by teacher-student communications ................ 36

Table 4.5 Anxiety caused by the risk of talking openly ........................... 37

Table 4.6 The students’ strategy to effectively cope with their anxiety

by take notes of questions that will be asked ............................ 39


by practice speaking English more often .................................. 40


by staying quiet ......................................................................... 41

Table 4.9 The students’ perceptions about the factor of their anxiety

in asking questions in the classroom ......................................... 44

Table 4.10 The strategies that students adopt to effectively cope with

their anxiety in asking questions in classroom……………. 47


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LIST OF ABBREVIATIONS

EFL : English as a Foreign Language

FL : Foreign Language

FLA : Foreign Language Anxiety


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LIST OF APPENDICES

Appendix 1 : Instruments of the Study ........................................................ 58

Appendix 2 : Field Notes .............................................................................. 62

Appendix 3 : Transcripts of Interview .......................................................... 64

Appendix 4 : Result of Questionnaire ........................................................... 73

Appendix 5 : Coding ..................................................................................... 76

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STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN